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LANGUAGE PROFICIENCY ASSESSMENT
What, Why, How?
What?
Language Proficiency Assessments are intended to: Measure relative language proficiency in areas
related to listening, speaking, reading, and writing Relative language proficiency is purported to be
measured related to a native speaker of the language of the same age
May also be used as measures of developing bilingualism
Why Assess?
For compliance with relevant laws, and state/federal policies (e.g. Lau, NCLB)
To determine HOW MANY students are ELLs (NEP, LEP, FEP)
To evaluate growth in English over time To drive instruction
How do we assess?
Formal language assessments (large scale) Used for compliance (NEP, LEP, FEP) and program
identification (ESL/ELD, bilingual, dual language) May be used to measure growth Difficult to use to drive instruction LAS, IPT, Woodcock-Muoz CELA (2006-2012); ACCESS (2013)
How do we assess?
Informal Assessments Used to drive instruction Used to get different information on students Used to measure growth
Informal Language Assessment: Student Oral Language Observation Matrix
(SOLOM)
SOLOM - Overview
Is a rating scale that can be used to assess an individuals command of ORAL language on the basis of observations and interview questions
Purpose is to collect natural language samples (not academic language). Natural language measures are considered more
reliable measures of oral language proficiency than discrete point tests
Sensitive to growth and change over time in oral language
Conducted individually
SOLOM - Overview
Can be used to determine instructional needs in regards to ORAL language development
Can easily be adapted into multiple languages (thus, a bilingual measure)
Should be administered by person who scores a 4 or above
SOLOM
Advantages Based on interview/
observations Yields diagnostic
information (work on grammar, vocabulary, etc.)
Open ended questions (not discrete point)
More comfortable way to assess students
More enjoyable for students
Can be used with multiple age groups
Disadvantages 1 on 1 administration
Time consuming
Inter-rater reliability
Favors out-going students (shy students may not talk as much)
Avoidance strategies of L2 learners
Assesses only oral language (not reading/writing)
SOLOM
Measures five aspects of oral language proficiency: Comprehension, fluency, vocabulary, pronunciation,
and grammar
Activity to familiarize yourself with the SOLOM
In pairs/triads
Create a chart that describes each of the 5 aspects of Oral Language Proficiency from low to high level of proficiency
1. Put the five aspects in order vertically: 1)Comprehension, 2) Fluency, 3) Vocabulary, 4)Pronunciation, and 5) Grammar
2. Put the levels in order horizontally from lowest (1) to highest (5) for each aspect (color coded)
3. Compare your chart to another group and discuss differences and make adjustments if needed
Scoring the SOLOM
Scored on a scale of 1-5 for each aspect of oral language proficiency
Students are assigned an overall score with a range of 5 through 25
Add scores in each of the categories Example: Comprehension 4 + Fluency 3 + Vocabulary 3 +
Pronunciation 2 + Grammar 1 = 13 Total Divide by 5 13 divided by 5 = 2.5
Interpreting the Outcomes
Range will be from 0-5 Overall scores of 0-1 = NEP Overall scores of 2-3 = LEP Overall scores of 4-5 = FEP It is possible to assess relative bilingualism
Protocol for giving the SOLOM
See handout bottom of page 2, section PROTOCOL, SCORING, and Interview Questions
Try it out!
Read the SOLOM transcript between Wendy (teacher) and Ramn (student who is taking the SOLOM)
In pairs - decide where Ramn falls on the rubric Calculate a score for each category and an overall
score Discuss what the instructional implications are for
Ramn Take notes on sheet
Ramn: Talking Points
Scores for each area Strengths Needs and instructional implications
SOLOM Student Oral Language Observation Matrix
Students Name: _________________________________________ Grade: _____________ Date: _________________
Overall Score (English): ________________ (Spanish): ______________
1 2 3 4 5 Comprehension Cannot be said to
understand even simple conversation.
Has great difficulty following what is said. Can comprehend only social conversation spoken slowly and with frequent repetitions.
Understands most of what is said at slower-than normal speed with repetitions.
Understands nearly everything at normal speech, although occasional repetition may be necessary.
Understands everyday conversation and normal classroom discussions without difficulty.
Fluency Speech is so halting and fragmentary as to make conversation virtually impossible.
Usually hesitant; often forced into silence by language limitations.
Speech in everyday conversation and classroom discussion is frequently disrupted by the students search for the correct manner of expression.
Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression.
Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.
Vocabulary Vocabulary limitations so extreme as to make conversation virtually impossible.
Misuse of words and very limited vocabulary make comprehension quite difficult.
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.
Use of vocabulary and idioms approximates that of a native speaker.
Pronunciation Pronunciation problems so severe as to make speech virtually impossible.
Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself or herself understood.
Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.
Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.
Pronunciation and intonation approximates that of a native speaker.
Grammar Errors in grammar and word order so severe as to make speech virtually unintelligible.
Grammar and word order errors make comprehension difficult. Must often rephrase and/or restrict himself/herself to basic patterns.
Makes frequent errors of grammar and word order, which occasionally obscure meaning.
Occasionally makes grammatical and/or word-order errors which do not obscure meaning.
Grammatical usage and word order approximates that of a native speaker.
Student Examples
Edgar Raquel Use their scores to determine LEPness and
Bilingualism
SOLOM Student Oral Language Observation Matrix
Students Name: _________________________________________ Grade: _____________ Date: _________________
Overall Score (English): ________________ (Spanish): ______________
1 2 3 4 5 Comprehension Cannot be said to
understand even simple conversation.
Has great difficulty following what is said. Can comprehend only social conversation spoken slowly and with frequent repetitions.
Understands most of what is said at slower-than normal speed with repetitions.
Understands nearly everything at normal speech, although occasional repetition may be necessary.
Understands everyday conversation and normal classroom discussions without difficulty.
Fluency Speech is so halting and fragmentary as to make conversation virtually impossible.
Usually hesitant; often forced into silence by language limitations.
Speech in everyday conversation and classroom discussion is frequently disrupted by the students search for the correct manner of expression.
Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression.
Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.
Vocabulary Vocabulary limitations so extreme as to make conversation virtually impossible.
Misuse of words and very limited vocabulary make comprehension quite difficult.
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.
Use of vocabulary and idioms approximates that of a native speaker.
Pronunciation Pronunciation problems so severe as to make speech virtually impossible.
Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself or herself understood.
Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.
Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.
Pronunciation and intonation approximates that of a native speaker.
Grammar Errors in grammar and word
